UNIT 1: NATURE OF INQUIRY AND RESEARCH

Lesson 1: QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGTH, WEAKNESSES and KINDS

INTRODUCTION:
Human history abounds with problems. Problems are everywhere in different variety in
different
perspective which affect mankind. Problems are observed along political, social, environmental
and many aspects of life. This may between individuals, groups or in an organization. In that,
mankind wants solution to these problems. These solutions should not be only effective but
also be acquired and used for improvement. To be able to achieve that, solutions must be
based in knowledge, not on mere beliefs, guesses, or theories. To acquire this knowledge it
requires a well-planned and systematic procedure and should be continuously evaluated on its
accuracy and usefulness. In that, RESEARCH has been devised to meet this need.

Research is a natural day-to-day activity of gathering information. It may in the form of

qualitative
or quantitative. Qualitative researches are those studies in which the data concerned can be
described without the use of numerical data while quantitative research suggests that the data
concerned can be analyzed in terms of numbers.

Quantitative research designs use numbers in stating generalizations about a given

problem or
inquiry in contrast to qualitative research that hardly uses statistical treatment in stating
generalizations. The numbers in quantitative research are the results of objective scales of
measurements of the units of analysis called variables.

Research findings are subjected to statistical treatment to determine significant

relationships or
differences between variables, the results of which are the bases for generalization about
phenomena.

Learning Outcomes

After studying this unit, you are expected to be able to:

 describe the characteristics, strengths, weaknesses and kinds of

quantitative research;
 explain the kinds of quantitative research designs;
 illustrate the importance of quantitative research across fields; and 
differentiate kinds of variables and their uses.
DEFINITION OF QUANTITATIVE RESEARCH

Quantitative research is an objective, systematic empirical investigation of observable

phenomena through the use of computational techniques. It highlights numerical analysis of data
hoping that the numbers yield unbiased results that can be generalized to some larger population
and explain a particular observation. Simply, quantitative research is concerned with numbers and
its relationship with events.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. OBJECTIVE. Quantitative research seeks accurate measurement and analysis of
target concepts. It is not based on mere intuition and guesses. Data are gathered
before proposing a conclusion or solution to a problem.
2. CLEARLY DEFINED RESEARCH QUESTIONS. The researchers know in advance
what they are looking for. The research questions are well-defined for which
objective answers are sought. All aspects of the study are carefully designed before
data are gathered.
3. STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide data
collection, thus, ensuring the accuracy, reliability and validity of data. Data are
normally gathered using structured research tools such as questionnaires to collect
measurable characteristics of the population like age, socio-economic status,
number of children, among others.
4. NUMERICAL DATA. Figures, tables or graphs showcase summarized data collection in
order to show trends, relationships or differences among variables. In sum, the
charts and tables allow you to see the evidence collected.
5. LARGE SAMPLE SIZES. To arrive at a more reliable data analysis, a normal
population distribution curve is preferred. This requires a large sample size,
depending on how the characteristics of the population vary. Random sampling is
recommended in determining the sample size to avoid researcher’s bias in
interpreting the results.
6. REPLICATION. Quantitative methods can be repeated to verify findings in another
setting, thus strengthen and reinforcing validity of findings eliminating the
possibility of spurious conclusions.
7. FUTURE OUTCOMES. By using complex mathematical calculations and with the aid
of computers, if-then scenarios may be formulated thus predicting future results.
Quantitative research puts emphasis on proof, rather than discovery.

STRENGHTS and WEAKNESSES OF QUANTITATIVE RESEARCH

STRENGHTS OF QUANTITATIVE RESEARCH

The advantages of quantitative research includes the following:
1. It is objective. The most reliable and valid way of concluding results, giving
way to a new hypothesis or to disproving it. Because of bigger number of the
sample of a population, the results or generalizations are more reliable and
valid. Since it provides numerical data, it can’t be easily misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses and allows
you to comprehend a huge amount of vital characteristics of data.
 3. It is real and unbiased. If the research is properly designed it filters out
external factors, and so can be seen as real and unbiased.
4. The numerical data can be analyzed in a quick and easy way. By employing
statistically valid random models, findings can be generalized to the
population about which information is necessary.
5. Quantitative studies are replicable. Standardized approaches allow the study
to be replicated in different areas or over time with formulation of
comparable findings.
6. Quantitative experiments are useful for testing the results gained by a series
of qualitative experiments, leading to a final answer, and narrowing down of
possible directions to follow.
WEAKNESSES OF QUANTITATIVE RESEARCH
 The disadvantages of quantitative research are as follows:
1. Quantitative research requires a large number of respondents. It is
assumed that the larger the sample is, the more statistically accurate the
findings are.
2. It is costly. Since, there are more respondents compared to qualitative
research, the expenses will be greater in reaching out to these people
and in reproducing questionnaires.
3. The information is contextual factors to help interpret the results or to
explain variations are usually ignored. It does not consider the distinct
capacity of the respondents to share and elaborate further information
unlike the qualitative research.
4. Much information are difficult to gather using structured research
instruments, specifically on sensitive issues like pre-marital sex, domestic
violence, among others.
5. If not done seriously and correctly, data from questionnaires may be
incomplete and inaccurate. Researchers must be on the look-out on
respondents who are just guessing in answering the instrument.

What are the strengths and weaknesses of quantitative research?

KINDS OF QUANTITATIVE RESEARCH DESIGNS

Research design refers to the overall strategy that you choose in order to integrate the
different components of the study in a coherent and logical way, thereby ensuring you will
effectively address the research problem. Furthermore, a research design constitutes the blueprint
for the selection, measurement and analysis of data. The research problem determines the
research you should.

Quantitative methods emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys,
or by manipulating preexisting statistical data using computational techniques.
The kind of research is dependent on the researcher’s aim in conducting the study and the
extent to which the findings will be used. Quantitative research designs are generally classified
into experimental and non-experimental as the following matrix below.

QUANTITATIVE RESEARCH DESIGNS

 1. Pre-Test Design 1. One Shot Case Study
2. Post-Test Design 2. One Group Pre-Test 1. Survey

3. Post-Test only/ Post-Test Design 2. Correlational

Control
3. Ex-Post Facto Studies
4. Comparative
5. Evaluative

Group Design
2. Time Series Design

The following are the various kinds of quantitative research design that a researcher may employ:

1.EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to control the situation. In
doing so, it allows the researcher to answer the question, “What causes something to occur?”
This kind of research also allows the researcher to identify cause and effect relationships
between variables and to distinguish placebo effects from treatment effects. Further, this
research design supports the ability to limit alternative explanations and to infer direct causal
relationships in the study; the approach provides the highest degree level of evidence for single
studies.

a. PRE-EXPERIMENTAL DESIGN. A type of research apply to experimental design that with least
internal validity. One type of pre-experiment, the simple group, pre- test-post-test design,
measures the group two times, before and after the intervention.
Instead of comparing the pretest with the posttest within one group, the posttest of
the treated groups is compared with that of an untreated group. Measuring the effect as
the difference between groups marks this as between-subjects design. Assuming both
groups experienced the same time-related influences, the comparison group feature should
protect this design from the rival explanations that threaten the within-subject design.
Two classes of experimental design that can provide better internal validity than pre-
experimental designs are: quasi-experimental and true experimental design (Dooly, 1999).

2.QUASI – EXPERIMENTAL DESIGN. In this design, the researcher can collect more data, either by
scheduling more observations or finding more existing measures. Quasi-experimental design
involves selecting groups, upon which a variable is tested, without any random pre-selection
processes. For example, to perform an educational experiment, a class might be arbitrarily divided
by alphabetical selection or by seating arrangement.
The division is often convenient and, especially in an educational situation, causes as little
disruption as possible. After this selection, the experiment proceeds in a very similar way to
any other experiment, with a variable being compared between different groups, or over a period
of time.

There are two types of quasi-experimental design, these are:

a. Non-Equivalent Control Group. This refers to the chance failure of random assignment to
equalize the conditions by converting a true experiment into this kind of design, for purpose of
analysis.
b. Interrupted Time Series Design. It employs multiple measures before and after the experimental
intervention. It differs from the single- group pre-experiment that has only one pretest and one
posttest. Users of this design assume that the time threats such as history or maturation appear
as regular changes in the measures prior to the intervention.
3.TRUE-EXPERIMENTAL DESIGN. It controls for both time-related and group- related threats. Two
features mark true experiments: two or more differently treated groups; and random assignment to
these groups. These features require that the researchers have control over the experimental
treatment and the power to place subjects in groups.
True experimental design employs both treated and control groups to deal with time-
related rival explanations.
A control group reflects changes other than those due to the treatment that occur during
the time of the study. Such changes include effects of outside events, maturation by the
subjects, changes in measures and impact of any pre-tests.
True experimental design offers the highest internal validity of all the designs.
Quasiexperimental design differs from true experimental design by the absence of random
assignment of subjects to different conditions. What quasi- experiments have in common with
true experiments is that some subjects receive an intervention and provide data likely to
reflect its impact.

4.NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher observes the phenomena as
they occur naturally and no external variables are introduced. In this research design, the
variables are not deliberately manipulated nor is the setting controlled. Researchers collect data
without making changes or introducing treatments. This may also called as DESCRIPTIVE
RESEARCH DESIGN because it is only one under non- experimental design.
DESCRIPTIVE RESEARCH DESIGN’s main purpose is to observe, describe and document
aspects of a situation as it naturally occurs and sometimes to serve as a starting point for
hypothesis generation or theory development. The types of descriptive design are as follows:

a. SURVEY. It is used to gather information from groups of people by selecting and studying
samples chosen from a population. This is useful when the objective of the study is to see
general picture of the population under investigation in terms of their social and economic
characteristics, opinions, and their knowledge about the behavior towards a certain
phenomenon.
b. CORRELATIONAL. It is conducted by researchers whose aim would be to find out the
direction, associations and/or relationship between different variables or groups of
respondents under study. Correlational Research has three types, these are:

1. Bivariate Correlational Studies – It obtains score from two variables for each subject,
and then uses them to calculate a correlation coefficient. The term bivariate implies
that the two variables are correlated (variables are selected because they are believed
to be related).
Example: Children of wealthier (variable one), better educated (variable 2) parents
earn higher salaries as adults.
2. Prediction Studies – It uses correlation coefficient to show how one variable (the
predictor variable) predicts another (the criterion variable).
Example: Which high school applicants should be admitted to college?

3. Multiple Regression Prediction Studies – All variables in the study can contribute to the
over-all prediction in an equation that adds together the predictive power of each
identified variable.
Example: Suppose the High School GPA is not the sole predictor of college GPA, what
might be other good predictors?

4. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of research derives

conclusion from observations and manifestations that already occurred in the past and
now compared to some dependent variables. It discusses why and how a phenomenon
occurs.
Example 1: A researcher is interested in how weight influences stress-coping level of
adults. Here the subjects would be separated into different groups (underweight,
normal, overweight) and their stress-coping levels measured. This is an ex post facto
design because a pre-existing characteristic (weight) was used to form the groups.
Example 2: What is the Effect of Home Schooling on the Social Skills of Adolescents?

5. COMPARATIVE. It involves comparing and contrasting two or more samples of study

subjects on one or more variables, often at a single point of time. Specifically, this
design is used to compare two distinct groups on the basis of selected attributes such as
knowledge level, perceptions, and attitudes, physical or psychological symptoms.
Example: A comparative Study on the Health Problems among Rural and Urban People in
Ilocos Region, Philippines.

6. NORMATIVE. It describes the norm level of characteristics for a given behavior. For
example: If you are conducting a research on the study habits of the high school
students you are to use the range of score to describe the level of their study habits.
The same true is when you would want to describe their academic performance.

7. EVALUATIVE. It is a process used to determine what has happened during a given

activity or in an institution. The purpose of evaluation is to see if a given program is
working, an institution is successful according to the goals set for it, or the original
intent was successfully attained. In other words, in evaluation judgments can be in the
forms of social utility, desirability, or effectiveness of a process. For example, we can
cite here a situation. In evaluation study, it will not just be considering the
performance of the students who were taught under modular instruction; instead, it is
 the rate of progress that happened among the students who were exposed to modular
instruction.

Example: A test of children in school is used to assess the effectiveness of teaching or

the deployment of a curriculum.

8. METHODOLOGICAL. In this approach, the implementation of a variety of methodologies

forms a critical part of achieving the goal of developing a scale- matched approach,
where data from different disciplines can be integrated.
 ACTIVITY

A. DETERMINATION. Determine if the description given below is a strength or weakness of a

quantitative research. Write your answer on the blank provided
for.
1. The most reliable and valid way of concluding results, giving way to a new hypothesis or
to disproving it. Weakness of a quantitative research.
2. If not done seriously and correctly, data from questionnaires may be incomplete and
inaccurate. Strength of a quantitative research.

3. Standardized approaches allow the study to be replicated in different areas or over time
with formulation of comparable findings.
4. Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of possible
directions to follow.

5. It is assumed that the larger the sample is, the more statistically accurate the findings
are.

6. Researchers must be on the look-out on respondents who are just guessing in answering
the instrument.
7. It does not consider the distinct capacity of the respondents to share and elaborate
further information unlike the qualitative research.
8. It is real and unbiased.
9. It is costly.

B. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the letter
of the correct answers in the space provided in column A from among the choices I
column
COLUMN A COL
UMN
B
1. the posttest of the treated groups is compared with that
of an untreated group A. Normative
2. a test of children in school is used to assess the
effectiveness of teaching or the deployment of a B. Survey
curriculum
3. useful when the objective of the study is C. Census
to see general picture of the population under
investigation in terms of their social and economic D. Evaluative
characteristics, opinions, and their knowledge about
the behavior towards a certain phenomenon E. Comparative
4. conducting a research on the study habits of the high
school students you are to use the range of score to F. Ex-post facto
describe the level of their study habits
G. Descriptive
 5. discusses why and how a phenomenon
Occurs H. Correlational
6. selecting groups, upon which a variable is tested,
without any random pre-selection processes I. Bivariate Correlational

7. uses correlation coefficient to show how one J. Prediction

variable (the predictor variable) predicts another
(the criterion variable)
K. Multiple Regression
8. employs both treated and control groups
to deal with time-related rival
L. Pre-Experimental
explanations
9. it obtains score from two variables for each M. Quasi Experimental
subject, and then uses them to calculate a
correlation coefficient N. True Experimental
10. term that seems synonymous to survey Research

C. Directions: Answer the following questions, follow directions given.

NON-STOP WRITING. In 10 mins., write your concise learning about the following.
1. What is quantitative research?

.
2. What are the characteristics of quantitative research?

.
3. Discuss the strengths of quantitative research.
 .
4. Discuss the weaknesses of quantitative research.

.
5. Describe each type of quantitative research design. Give example each.
Example: Survey - used to gather information from groups of people by selecting
and studying samples chosen from a population.
Example: Preference T.V network of viewers in KSULHS, Bulanao, Tabuk City, Kalinga